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Table of Contents
Executive Summary .............................................................................................. 3
Goals ................................................................................................................ 3
Recommendations .............................................................................................. 3
Background Information ....................................................................................... 4
Comparative Table ................................................................................................ 5
Recommendations ................................................................................................. 7
Reconstructed unit............................................................................................... 11
Scope and Sequence......................................................................................... 11
Concept Map .................................................................................................... 13
Assessment Task .............................................................................................. 14
Marking Criteria............................................................................................... 14
Redesigned Unit Outline:................................................................................. 15
Reference............................................................................................................. 18
Appendix ............................................................................................................. 19
Original Unit Outline ....................................................................................... 19
Original Assessment Task ............................................................................... 22
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Executive Summary
The original unit of work, titled “Imaginative Vistas” was created and designed for all
English students across year 7 in a period of ten weeks. Similar to the original unit of work,
the main objective of the reconstructed unit of work is to allow students to effectively
identify and utilise poetic techniques through different varieties of poetry and prose. It is to
also incorporate measures of differentiation when teaching this unit.
Goals The reconstructed unit of work aims to achieve the following goals:
- Incorporate the approach of differentiation in order to accommodate for all students
and to meet their learning needs, as well as challenging students with advanced
learning abilities.
- Include poems to engage and involve Aboriginal and Torres Strait Islander (ATSI)
students.
- Incorporate different methods of numeracy through the unit of work.
- Allow students to write their own piece of poetry/prose, and compare it to a
poem/prose studied.
Recommendations
The recommendations that will be focused on when reconstructing the unit of work will focus
on the concept of differentiation, incorporating background information on ATSI students,
there are:
- Increase the level of differentiation within the classroom, as all students require
different level of support in order to achieve learning outcomes.
- Involve poems about Aboriginal and TSI students to improve and enhance the
knowledge of students about the Aboriginal culture and tradition.
- Improve the engagement of numeracy to enhance the coherence between different
subjects and curriculum.
By incorporating the above recommendations, the unit of work will achieve the outlined
goals and allow students to achieve learning outcomes through improved pedagogical
approaches.
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Background Information
The original unit of work has been designed by the English faculty at Birrong Girls High
School, which is situated in Sydney’s West. I completed my first professional practice at this
school, which aims to achieve personal excellence and success in a secure and encouraging
environment. Birrong Girls High is known for its large population of diversity as the school
has a diverse cultural background containing 46 language groups. As made evident by the
“MySchool” website, fewer than 1% of students identify as ATSI and 94% of the student
population come from a language background other than English (LBOTE). The school has a
Learning Support team who aim to ensure that students achieve and succeed regardless of
their diverse needs and requirements. This team also provides teachers with information on
how to support students as well as ways to amend lessons for students to achieve learning
outcomes. However, during my professional practice experience, it was evidence that the
English faculty lacked the concept of differentiated learning, which may contribute to the
Reference: Statistics and table have been retrieved from the MySchool
website. Retrieved from: https://www.myschool.edu.au/school/41614
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Comparative Table
Area of Strengths of the area Concerns of the area Suggested changes to Research support
consideration of consideration of consideration counteract concerns for the changes
suggested
Literacy - The literacy aspects The unit of work has As some techniques McTighe & Wiggins
of this unit emphasises no mention on may be difficult for (2015) analyse the
immensely on the differentiating the some students, by importance of
language techniques of lesson in order for all providing student with incorporating
poetry and prose. students to understand a glossary on learning pedagogies
- The literacy aspects the language poetic/language for students to
also involve analysing techniques of poetry techniques, students understand the
different forms of and prose. will be able to content before
poems. understand the meaning moving on to class
prior to analysing tasks.
poems/prose.
Numeracy There is some mention The concept of Incorporating numeracy As evident on the
of rhythm and metre as incorporating in poetry is not NESA (2018)
a potential numeracy numeracy within necessarily difficult as website, by
activity. lessons is only numbers and counting incorporating
mentioned twice beats are involved in numeracy within
throughout the entire rhythm and metre. lessons, students will
unit outline. When analysing a be able to develop
poem, students will be skills relating to both
required to count the literacy and
beat and write a numeracy concepts.
paragraph on how the
number of beats is
important in poetry.
Critical and Students were - No explicit mention In order to reduce this Relating to the
creative encouraged to reflect on how students are to concern and achieve Blooms Taxonomy
Thinking and create a connection create their own piece learning outcome, by theory (Bloom
with the poems once in of poetry using their incorporating creative 2001), this change is
the whole unit of work. imagination and writing questions necessary as higher
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Recommendations
The reconstructed unit of work has been created due to several required components that are
missing from the original unit outline created by the English faculty at Birrong Girls High
School. A large focus has been placed on the “Understanding by Design” (UbD) during the
reconstruction of the original unit of work. While the original unit of work possesses several
strengths, it has been reconstructed to include more aspects of literacy and numeracy, to
allow students to critically think as well as use their imagination, improve students’ personal
and social capabilities, and the importance of having a marking criteria alongside all
assessment tasks. As the abilities of students differ in a single classroom, the unit of work has
been reconstructed in order to accommodate for the needs of all students (including gifted
Differentiated lessons allow for inclusion, potentially leading to high order thinking (Blooms
Taxonomy, 2001).
The original unit of work consists of teaching students the different poetic techniques within
different types of text, but fails to explicitly cover the learning outcomes. In order to cover all
outcomes and meet the literacy standards, the reconstructed unit of work has been modified
to include an in class activity where students are required to create their own piece of poetry.
This task will engage elements of the original unit outline, as students will be required to
implement their knowledge of poetic techniques as they create their piece of poetry/prose. By
allowing students to create their own poem or prose, students are required to critically think
and use their imagination, covering outcome EN4-5C “thinks imaginatively, creatively,
interpretively and critically about information, ideas and arguments to respond to and
compose texts” of the English syllabus. The UbD framework has been implemented when
(McTighe & Wiggins, 2015). Another development that has been made to the unit outline is
the incorporation of ATSI based poems and prose. This is significant as it provides students
meaningful and crucial background knowledge about the Aboriginal community. It also
covers all aspects of the “Learning Across the Curriculum” section of the English syllabus.
The original unit of work has some mention of incorporating numeracy within lessons, but
only through two lessons. When teaching poetry and prose, incorporating numeracy in poetry
is not necessarily difficult. Students are generally required to count how many beats are
contained within a poem through rhythm and metre. According to Rowe (2003), by
(p.31). During my professional practice experience, the only numeracy task that was evident
was using metre and rhythm, however, there was no focus on actually counting the rhythm
and metre of the poem. In order to additionally incorporate the notion of numeracy within the
unit of work, when analysing a poem, students will be required to count the beat of the
rhythm and metre, then will write a paragraph on how the number of beats are important in
poetry. Not only will this incorporate numeracy within lessons, but students will also find the
lessons more interesting as well as higher-order thinking being integrated (Rowe, 2003, p.29).
As students have diverse ways of learning, in order for students to achieve learning outcomes,
lessons must be differentiated in order to accommodate for all diverse students. During my
first professional practice, all year 7 students were given the same tasks with no consideration
for diverse learners including gifted and talented students and EAL/D students. The resources
provided to students were not suitable for the variety of students considering the 94% rate of
EAL/D students at the school (ACARA, 2018). Therefore, with the significance of the UbD
framework, the “Poetic booklet” that has been created will be suitable for all students as it
contains both simple questions and extension questions. Not only will this resource be
suitable for the learning of all students, but it will also motivate students to become more
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engaged with class activities and create inclusion. When students understand learning
content, critical thinking will be easily implemented (Rowe, 2003, p.30). This will allow year
7 students to critically think and use their imagination to create their own piece of poetry or
prose. The booklet that will be provided to students, links well with the in class exam that has
been designed by the English faculty at Birrong Girls High School. The in class exam has not
When creating a unit of work, it is significant to consider the personal and social capabilities
of students, as the concept allows them to become strong and confident learners (Australian
Curriculum, 2018). The unit of work has been modified by implementing weekly reflection
learning journals as a task to be completed in the final lesson of each week. Weekly reflective
learning journals benefit both the students and teacher as it can facilitate ones thoughts and
also allow students to express their opinions and thoughts in regard to their educational
experiences based on the unit of work (Walker, 2006, p.217). From the outcomes of the
weekly reflective learning journals, teachers will be able to develop and progress class
A scope and sequence is used to plan and structure each week and each terms learning
content (Wiggins and McTighe (2012). As there was no scope and sequence provided to
teachers, the lessons were not organised and followed through in a well-structured method.
According to Dixon, Eva and Karen (2013) an effective way of scope and sequence is to have
a beginning, middle and an end for a positive and effective learning outcome. For a unit of
work to progress correctly, teachers must follow a specific sequence of learning to succeed.
For this, inclusion and modifications have been adjusted with the original unit of work where
a scope and sequence has been created. Hence, it is significant to incorporate and utilise a
scope and sequence for all lessons to flow. As stated above, the original assessment task has
not been modified, however the English faculty did not mark the exam using a marking
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criterion. As assessment tasks are an essential role in education (Koshy, 2008, p.3), a marking
criteria has been created alongside the in class examination. Marking criterions are significant
as they inform the teacher or marker on what answer is acceptable, as well as what is
To conclude, the original unit of work has presented some strengths but also brings forth
challenging and limiting learning opportunity for some students. The unit of work has been
revised and reconstructed in accordance with student dynamic within the school, as well as
the motivation to cover all learning outcomes. It has also been revised in order to encourage
Reconstructed unit
Scope and Sequence
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Travels in time Telling Stories
This unit focuses on the TV series My Place that will assist This unit focuses on constructing and deconstructing narratives using fairy tales, fables, myths,
students in understanding how Australian culture non-fiction, picture books as core texts. This unit of work also focuses on creative writing and short
stories.
Term 1
Focus outcomes: EN4-1A, EN4-3B, EN4-6C, EN4-7D, EN4-9E Focus outcomes: EN4-1A, EN4-2A, EN4-3B, EN4-4B, EN4-6C, EN4-8D
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Film Behind the Camera: A Glimpse Behind into Animation
This unit focuses on viewing the film A Midsummer Night’s Dream and explore how meaning is Introduction to the language of film (codes and conventions,
created through film. Students are required to critically evaluate the film through filmic characters, camera work, sound, colour and lighting,
Term 2
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Poetry Imaginative Vistas
The unit focuses on introducing different types (Language / Poetry / Writing Unit)
of poetry to students, allowing them to enhance
their knowledge on poetry. Analysis and composition of prose and poetry texts
Learning the language of literary analysis
Term 3
Focus outcomes: EN4-1A, EN4-3B, 5 EN4-C, Focus outcomes: EN4.1A, EN4.2A, EN4.3B, EN4.4B, EN4.5C, EN4.6C
EN4-4B, EN4-8D, EN4-9E
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Background to Shakespeare and the Globe Theatre Students experience Shakespeare’s world through drama act and performing
Research project to be included a scene in groups
Focus outcomes: EN4-1A, EN4-2A, EN4-5C, EN4-7D, EN4-9E Focus outcomes: EN4-1A, EN4-2A, EN4-5C, EN4-7D, EN4-9E
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Concept Map
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Assessment Task
The original assessment task has not been modified and reconstructed due to covering all
learning outcomes and it being suitable for all students. The original assessment task has been
added to the appendix.
Marking Criteria
Suggested modifications for this unit of work are indicated in bold red.
Birrong Girls’ High- ENGLISH PROGRAM STAGE 4: Year 7
Unit title: “Imaginative Vistas” TERM 3, 10 week
Evaluation:
Teaching/Learning Focus and Teaching/Learning Strategies and Learning Across the Resources Class Assessment
Outcomes Activities Curriculum Focus
By the end of this unit, students Teaching and learning strategies could Grammar “Poetic Booklet” In class assessment:
will be able to: include the following: - Pronouns provided to Students compose their
- Express their own personal voice - Poetic techniques in picture books- e.g. - Conjunctions students own poem using some of
through their compositions of Dream of Thylacine, The Red Tree, Where - Sentence the techniques studied.
poetry and prose the Wild Things Are structure Include a reflection
- Experiment with forms and (This activity will be reconstructed in order - Spelling statement or visual
conventions of language to create to incorporate poems/prose based on - Phrases representation
skilfully constructed texts background information on Aboriginal and
(The modification will be: TSI Literacy and Numeracy
Students will compare their piece - Poetic techniques in narrative writing and Literacy- writing and
of writing to a poem/prose that picture books reading strategies
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has already been studied - Opportunity for teaching numeracy Numeracy- the study of
- Edit their own writing and that of (counting beats) rhythm and meter
their peers (spelling, punctuation, - Dictagloss activity at least one during the
paragraphing, expression, sentence unit- on any poem or prose passage to build
structure) oral comprehension
- Reflect upon and evaluate their (In order to achieve learning outcome, the
own and other’s imaginative texts modification will be:
(poetry and prose) Students will be required to write their
(The modification will be: own piece of poetry/prose using poetic
Students are to reflect on their techniques)
original piece of writing and Opportunity for teaching numeracy
improve it (counting beats of own poem)
- During the unit write reflective or critical
text making connections between poems with
similar thematic links or technical links.
(In order to connect with previous activity:
Students will be required to compare their
piece of writing and make a connection
with a poem/prose that has already been
studied in class.
- Peer evaluation of student-composed texts
- Self-evaluation at the conclusion of the unit
– using online platform such as survey
monkey
(This task has been modified and
reconstructed to weekly reflective journal
tasks that are to be completed at the end of
each week)
Advanced and extension activities:
- Students are to complete the “Poetic
Booklet” in order to create differentiation
in the classroom.
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Reference
Bloom, B. (2001). A taxonomy for Learning, Teaching, and assessing: a revision of Blooms
Dixon, M., Gold, E., & Eager, K. (2013). Faculty Professional Development: Programming
https://www.englishteacher.com.au/resources/command/download_file/id/47/filename
/Progamming_IR.pdf
Learning across the curriculum | NSW Education Standards. (2018). Retrieved from
http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas
NSW, B. (2018). NSW Syllabus :: Sample scope and sequences. Retrieved from
https://syllabus.nesa.nsw.edu.au/support-materials/sample-scope-and-sequence-plans/
https://www.australiancurriculum.edu.au/f-10-curriculum/general-
capabilities/personal-and-social-capability/
Wiggins, G. and McTighe, J. (2012). The Understanding by Design White Paper: Association